Try Free College Composition Sample Questions

Overview

The CLEP College Composition exam assesses writing skills taught in most first-year college composition courses. Those skills include analysis, argumentation, synthesis, usage, ability to recognize logical development, and research. The exam can't cover every skill (such as keeping a journal or peer editing) required in many first-year college writing courses. Test takers are, however, expected to apply the principles and conventions used in longer writing projects to two timed writing assignments and to apply Standard Written English rules.

The College Composition exam contains approximately 50 multiple-choice questions to be answered in 50 minutes and 2 mandatory, centrally scored essays to be written in 70 minutes, for a total testing time of 120 minutes. College English faculty from throughout the country convene twice a month to score the essays via an online scoring system. Each of the two essays is scored independently by two different readers, and the scores are then combined. This combined score is weighted approximately equally with the score from the multiple-choice section. These scores are then combined to yield the test taker's score. The resulting combined score is reported as a single scaled score between 20 and 80. Separate scores aren’t reported for the multiple-choice and essay sections.

The exam includes some pretest multiple-choice questions that won't be counted toward the test taker's score.

Knowledge and Skills Required

The exam measures test takers' knowledge of the fundamental principles of rhetoric and composition and their ability to apply Standard Written English principles. In addition, the exam requires a familiarity with research and reference skills. In one of the essays, test takers must develop a position by building an argument in which they synthesize information from two provided sources, which they must cite. The requirement that test takers cite the sources they use reflects the recognition of source attribution as an essential skill in college writing courses.

The skills assessed in the College Composition exam follow. The numbers in parentheses indicate the approximate percentages of exam questions on those topics. The bulleted lists under each topic are meant to be representative rather than prescriptive.

Conventions of Standard Written English (10%)

This section measures test takers' awareness of a variety of logical, structural, and grammatical relationships within sentences. The questions assess recognition of acceptable usage relating to the items below:

Revision Skills (40%)

This section measures test takers' revision skills in the context of works in progress (early drafts of essays):

Organization

Evaluation of evidence

Awareness of audience, tone, and purpose

Level of detail

Coherence between sentences and paragraphs

Sentence variety and structure

Main idea, thesis statements, and topic sentences

Rhetorical effects and emphasis

Use of language

Evaluation of author's authority and appeal

Evaluation of reasoning

Consistency of point of view

Transitions

Sentence-level errors primarily relating to the conventions of Standard Written English

Ability to Use Source Materials (25%)

This section measures test takers' familiarity with elements of the following basic reference and research skills, which are tested primarily in sets but may also be tested through stand-alone questions. In the passage-based sets, the elements listed under Revision Skills and Rhetorical Analysis may also be tested. In addition, this section will cover the following skills:

Use of reference materials

Evaluation of sources

Integration of resource material

Documentation of sources (including, but not limited to, MLA, APA, and Chicago manuals of style)

The Essays

In addition to the multiple-choice section, the College Composition exam includes a mandatory essay section that tests skills of argumentation, analysis, and synthesis. This section of the exam consists of two essays, both of which measure a test taker's ability to write clearly and effectively. The first essay is based on the test taker's reading, observation, or experience, while the second requires test takers to synthesize and cite two sources that are provided. Test takers have 30 minutes to write the first essay and 40 minutes to read the two sources and write the second essay. The essays must be typed on the computer.

First Essay: Directions

Write an essay in which you discuss the extent to which you agree or disagree with the statement provided. Support your discussion with specific reasons and examples from your reading, experience, or observations.

Second Essay: Directions

This assignment requires you to write a coherent essay in which you synthesize the two sources provided. Synthesis refers to combining the sources and your position to form a cohesive, supported argument. You must develop a position and incorporate both sources. You must cite thesources whether you are paraphrasing or quoting. Refer to each source by the author’s last name, the title, or by any other means that adequately identifies it.

Essay Scoring Guidelines

Readers will assign scores based on the following scoring guide.

6 – A 6 essay demonstrates a high degree of competence and sustained control, although it may have a few minor errors.

A typical essay in this category

addresses the writing task very effectively

develops ideas thoroughly, using well-chosen reasons, examples, or details for support

demonstrates adequate control of the standard conventions of grammar, usage, and mechanics; errors do not interfere with meaning

3 – A 3 essay demonstrates limited competence.

A typical essay in this category exhibits one or more of the following weaknesses:

addresses the writing task, but may fail to sustain a focus or viewpoint

develops ideas unevenly, often using assertions rather than relevant reasons, examples, or details for support

is poorly focused and/or poorly organized

displays frequent problems in the use of language, using unvaried diction and syntax

demonstrates some control of grammar, usage, and mechanics, but with occasional shifts and inconsistencies

2 – A 2 essay is seriously flawed.

A typical essay in this category exhibits one or more of the following weaknesses:

addresses the writing task in a seriously limited or unclear manner

develops ideas thinly, providing few or no relevant reasons, examples, or details for support

is unfocused and/or disorganized

displays frequent serious language errors that may interfere with meaning

demonstrates a lack of control of standard grammar, usage, and mechanics

1 – A 1 essay is fundamentally deficient.

A typical essay in this category exhibits one or more of the following weaknesses:

does not address the writing task in a meaningful way

does not develop ideas with relevant reasons, examples, or details

displays a fundamental lack of control of language that may seriously interfere with meaning

0 – Off topic.

Provides no evidence of an attempt to respond to the assigned topic, is written in a language other than English, merely copies the prompt, or consists of only keystroke characters.

* For the purposes of scoring, synthesis refers to combining the sources and the writer’s position to form a cohesive, supported argument.

Study Resources

Most textbooks used in college-level composition courses cover the skills and topics measured in the College Composition exam, but the approaches to certain topics and the emphasis given to them may differ. To prepare for the College Composition exam, it's advisable to study one or more college-level texts, such as readers, handbooks, and writing guides. When selecting a text, check the table of contents against the knowledge and skills this test requires.

To become aware of the processes and the principles involved in presenting your ideas logically and expressing them clearly and effectively, you should practice writing. Ideally, you should try writing about a variety of subjects and issues, starting with those you know best and care about most. Ask someone you know and respect to respond to what you write and to help you discover which parts of your writing communicate effectively and which parts need revision to make the meaning clear. You should also try to read the works of published writers in a wide range of subjects, paying particular attention to the ways in which the writers use language to express their meaning.

Online Resources

These resources, compiled by the CLEP test development committee and staff members, may help you study for your exam. However, none of these sources are designed specifically to provide preparation for a CLEP exam. The College Board has no control over their content and cannot vouch for accuracy.

Preparing for the AP English Language and Composition Exam. Some of the materials taught in this AP course may be helpful for CLEP test takers preparing for the College Composition or College Composition Modular exam. They may use this course as a study resource for the knowledge and skills covered by the CLEP composition exams.

Score Information

Credit-Granting Score for College Composition

ACE Recommended Score*: 50
Semester Hours: 6

Each institution reserves the right to set its own credit-granting policy, which may differ from that of ACE. Contact your college as soon as possible to find out the score it requires to grant credit, the number of credit hours granted, and the course(s) that can be bypassed with a satisfactory score.

*The American Council on Education’s College Credit Recommendation Service (ACE CREDIT) has evaluated CLEP processes and procedures for developing, administering, and scoring the exams. The score listed above is equivalent to a grade of C in the corresponding course. The American Council on Education, the major coordinating body for the nation’s higher education institutions, seeks to provide leadership and a unifying voice on key higher education issues and to influence public policy through advocacy, research, and program initiatives. Visit the ACE CREDIT website for more information.